To Homework, or not to Homework...That is the Question

Melanie, the homework debate rages everywhere. I wonder if it always will. How many minutes per subject is too much? If it's 'meaningful' work, does that make it okay? If there is time in class to 'go over it reflectively and give feedback' the next day then it's worthwhile, and so on. Yes, there are many theories about homework but I haven't seen much benefit in real life for most kids during 15 years of teaching.

As you said, for the struggling kids homework just adds to the pain. My son was much like your second daughter. We had the homework trauma on many a night.

Luckily for me now, the argument is becoming moot in my school and that lets me off the hook. So few kids do it that most of us don't even think about assigning homework anymore. Not many of our kids have home support (time, space, parent present, etc.) to do it and assigning it turns into a no-win situation. This is partially a socio-economic issue.

But even in neighborhoods where the students have ample help and opportunity to extend their learning at home at the kitchen table we all smell the dirty little secret. Parents hate it more than the children! "Sorry, no family time tonight, kids, after (insert extracurricular activities here) and a quick dinner we've got to do your schoolwork."

I am also reluctant to admit this out loud, but I'm glad I don't have to assign homework and I'm glad my son is grown so I don't have to fight that fight anymore.

Melanie,

I have completed my 31st year of teaching, and raised three homework-hating boys. I agree with Suzanne about the "meaningful" work. I hate to admit I have assigned homework that returns with notes from parents, "Please excuse ____ from her/his homework assignment. I did not understand it."

We assign homework in an attempt to justify what we didn't get time to do in class, or because the students need more practice. I believe there is credibility at times. For example, children need to practice certain math strategies at home because we simply don't have time to do enough of it at school. However, it is critical that students understand what they are doing in order to make it meaningful for them. Another example is that I often ask my students to pre-read Science or Social Studies text pieces. I know many don't read them because I do not attach an assignment to it. Those that do read will lead the class discussion simply because they have been exposed to the material. I always remind students the reading of the text can be counted in their daily reading log, and some choose to use the opportunity to log it in.

I have watched the pendulum swing several times during my career in education. It will continue to swing. Moderation with purpose seems to be the current trend. I am good with that.

I homework, but I don't even look at it when it comes back. If they did it, they might benefit. If they didn't, oh well. Generally the ones who do it don't need it, and the ones who need it either don't do it or it is clear from looking at it that the "helper" did most of the work. Lately homework has been a reading log, (read 20 minutes a night) and the cummulative abc list and sight word list for the year to date. I gave them flashcards for the letters and words, and send an additional set home from time to time.

I don't assign meaningless waste of time worksheets, but expect all my kiddo's to read a bit or be read to every night. They are trained to read good fit books that they can read with a high degree of accuracy and are interested in. The benefits are huge!

Melanie,
Could not agree more. There have been numerous studies that show that homework does not increase student performance at all. At the school I teach at, many parents request homework because they link homework amount to rigorous academics that will get their child into Harvard. We just reviewed our homework policy and are changing it a little bit. We are working on going toward assigning more project based activities (personally I think these can be more of a headache for families because they usually can't be done totally independently at the elementary level). I have seen not assigning homework do more good than assigning. In my class, I never assign homework. But the activities that we do in class are engaging enough that I often have students request that I write a website address down so that they continue working on it at home. I have parents call, email, twitter, or post a comment on facebook requesting the software or website used in class. This isn't because I am assigning homework, it is because the students are engaged in learning and truly enjoying what they are learning in class. They want to continue that learning at home. We need to foster this kind of learning, because this kind of learning will truly increase and enrich learning. It will also foster life long learners.

Homework. Quite the hot topic for teachers and families. I tend to agree with Rhonda:moderation with a purpose. Like you though, it has taken experience with my son for me to question homework. He is in elemenary school and while I see purpose in his practice of essential, basic math skills, I found myself wondering at times at the amount of work he would have or the number of worksheets traveling home with him. As a high school English teacher, I'm not a worksheet person. Unless students are woking on a project or a piece of writing, they are asked to read 2 1/2 hours a week, something of their choice and to note their time reading on a log. That is my basic homework assignment,but it wasn't always so. Can you say vocabulary workbooks? Your post got me wondering about the research on homework and achievement and thinking about Marzano's work on feedback--if we are giving students mindless homework as practice, but not proviing them with authentic and meaningful feedback, how valueable can it be? A sticky issue to be sure.

Thanks for the post. I too have found myself on both sides of the debate. When I taught high school math, I refused to grade homework. I assigned it as practice work. I explained to my students and parents that if they could perform well on the assessments (quizzes & tests) without doing homework, then great. When I shared that philosophy with my colleagues as a second year teacher, it raised quite a stir. Soon, most of the math department had similar policies.

Now that I teach middle school, I struggle with making it meaningful AND I struggle with feeling like I've given the student ample exposure and practice. Homework seems like a necessary evil though I cringe everytime I assign it. I keep looking for a better way that will also get me through the state mandated standard course of study AND satisfy the county mandated pacing guide. Balance all that with the brain research that says our minds need time at rest in order to allow the knowledge to sink in (build neural pathways, i.e. LEARN!) and what do you do?

Next year I'll be in the science classroom and my plan is to eliminate homework. When I move back to the math classroom, I will do my best to stick with that.

What I REALLY want is for my children - and children at home - to read and write daily. I would LOVE to be able to stress the importance of this to parents and students and have them actually take it to heart and embrace it as a lifestyle. However, realistically, I know that unless the child is naturally interested in literacy, this does not happen. I feel it is only in the rare home that parents expect this of their children. So, I find that I assign homework of reading and writing, and look for ways to make them accountable.

It's funny that I read this post tonight. I was just cleaning the kitchen and thinking, "Thank goodness there's no homework tonight!" Here it is 8:00 and I would just now be able to BEGIN homework with Emma.

I'm still teetering on the edge; it's definitely something I will continue to grapple with for a while to come.

I'm in a teacher ed program and just starting to form my views about homework. I too have been on the parent side of this issue and had many an evening wasted with "busy work" that didn't benefit my child's learning. But I also see the point of teacher's who are struggling with many demands on their classroom time and need a way to have students practice skills outside the classroom.

I'm keeping my eyes open for ways to make homework meaningful. I've seen some interesting ideas for "family" homework which forms a link between home and school in Creating Welcoming Schools by JoBeth Allen. One example in the book was a Home Reading Journal that became a conversation between the parent, student, and teacher about a child's learning and thinking.

Also as suzanne31381 pointed out homework can bring up socio-ecomonic issues. Not all students have the support and tools they need at home to complete the work. In our class discussions we've talked about how some cultures view all schoolwork as the realm of the school and think it should not invade the home so they don't have their students do homework.

There is definitely a lot to take into consideration on this subject and I think the result will vary from teacher to teacher and classroom to classroom, just as good instruction should vary to meet the needs of all learners.

Thanks to everyone for the thoughtful comments. I think this is a subject that touches beliefs and practices of all educators passionately.

I hope the door continues to stay open for new ideas about how to best address homework for all ages.

I think the foundational understanding that there is no ONE answer for all schools, teachers and students is a first step.

I think we should do homework at school (practical application of what we are learning) and do some of the more passive classroom tasks at home.

Great post.. thanks for resharing.

The problem I have with homework is my eighth graders tend to do it at school the morning of and copy, copy, copy from others. I would rather do it IN CLASS so I know they did it then to send it home. But all this come from my new school and my students belief that they are "entitled".